Difficulties Related to Dyslexia - Assignment Example

Dyslexia in the Early Years Major Theories of Specific Learning Difficulties Related to Dyslexia Task There are three current theories of dyslexia. It is helpful for the parents and teachers of students whom have been diagnosed with dyslexia to be thoroughly aware of and understand these different theories. This can help them be able to help the children with dyslexia improve in their performance as much as possible and be confident about themselves and their abilities (Bailey, 2008). The approaches that teachers, parents, and tutors utilize to assist students with dyslexia are affected by the special way in which these learners much be approached and taught. It is important that these individuals seek not only professional development in the area, but also additional study (Bailey, 2008). According to the paper Making Sense of the Different Theories (2010), “There are many different theories of dyslexia. Individual researchers pursue particular avenues of exploration. It is important to remember that research is ongoing and that our knowledge is still partial. It might be assumed that dyslexia theories have led to the development of associated teaching and learning approaches, but this is not always so. Teaching and learning approaches have often been developed from observation and experimentation by practitioners themselves; the links between theory and practice are not straightforward.” Developmental abnormalities are thought to be to blame for the problems associated with dyslexia. The three theories that are currently being utilized to explain dyslexia are biological theories (genetics and neurology), cognitive theories (information processing), and social interactive theories (factors such as reading and spelling). There are both agreements and disagreements among these theories. These three theories together are called the causal modeling framework (Making Sense of the Different Theories, 2010). When it comes to behavior, the factors that are biological and cognitive in nature can cause children difficulties. These difficulties can be in the areas of reading, phonology, naming, speech development, balance, the estimation of time, memory, spelling, phonics, and the detection of motion (Making Sense of the Different Theories, 2010). There are a number of biological factors in the area of dyslexia. Some researchers believe that it may be genetic. However, there is a lot of disagreement regarding whether or not it is and, if so, what genetic markers cause it. Recent research on post-mortem individuals has shown differences in the language area of the brain between those with dyslexia and those without dyslexia. It is also thought that the magnocellular/transient systems within the cerebellum play a large role in the determination of dyslexia (Biological Factors, 2010). According to the work of Biological Factors (2010), “A recent theory is that a difference in structure or dysfunction in the cerebellum (the ‘hind brain’, thought to be responsible for dexterity and automaticity) offers an explanation for all the manifestations of dyslexia. It affects speech processing, as well as more general motor control processes including time estimation and balance. Information from the language area of the brain and the magnocellular regions of the brain is processed through the cerebellum, and weaknesses in any or all of these areas could account for the different types and degrees of dyslexia.” There are also a number of cognitive theories associated with dyslexia. These fall under the following categories: Phonological processing difficulties Visual difficulties Temporal or timing difficulties Automaticity Working memory The Difference Model (Cognitive Theories, 2010) “A lot of research focuses on the deficits associated with dyslexia. It may be more beneficial to refer to cognitive differences, as opposed to deficits, as some of these differences may enable dyslexic individuals to have particular strengths, such as good conceptual and creative higher-order thinking skills.” (Cognitive Theories, 2010) Another theory regarding dyslexia is social interactive theory. It blames society’s reaction for the disorder for making it turn out to be a disability. Biological and cognitive differences are acknowledged by this theory, as is the particular experiences of an individual (Social Interaction Theory, 2010). All three theories agree on cognitive difference, information processing, physiological basis, and phonological processing difficulties (What Do Theories Agree On, 2010). The theories disagree on definitions of dyslexia, biological level, cognitive and behavioral levels, subtypes of dyslexia, the difference model, and incidence and gender differences (Where Are There Areas of Disagreement?, 2010). The key to proper treatment is accurate and early diagnosis. When this is done properly, both parents and educators can work directly with a child to help ensure his or her success by catering to his or her special needs. Proper treatment can also help a child perform his or her daily tasks with a greater deal of ease. This process can be helped along by mapping a daily learning and task plan for a child who suffers from this condition (Cadena, 2007). Biological theories of dyslexia suggest that the brain is maturing at a slower rate than normal children of that particular age. Therefore, this theory suggests the child will grow out of it at a certain point in his or her life (Cadena, 2007). According to Cadena (2007), “In addition to biological origins, there is also a belief that dyslexia is somehow connected to a psychological complication. While this theory of origin does exist, it is considered rather unlikely that a childs sole cause and origin of dyslexia can be attributed back to psychological or emotional complications related to lack of parental discipline, poor academic experiences or frequent changes in academic settings. While this is not, necessarily, a cause and origin of dyslexia it can, certainly, complicate the academic performance of a dyslexic child.” There is also a school of thought that dyslexia can be linked somehow to the educational system and that its causes are somehow educational in nature. This would be psychological in nature. Its cause would pinpoint educators who do not teach children the proper language and phonetic skills at an early age, therefore leading to the development of the condition. It is believed to be attributed to the lack of early word recognition capabilities (Cadena, 2007). Whereas the exact origin of dyslexia can be mind-boggling, the treatment of it does not have to be. With early diagnosis and proper treatment and educational guidance, a child can learn and grow to be the best he or she can be (Bailey, 2008). Task 2 According to (Bailey, 2008), “Children with dyslexia and reading disabilities may receive extra services at school, but there are ways parents can help at home as well. When a child is diagnosed with dyslexia, he may be eligible for special services or accommodations at school. He may receive extra reading instruction or help with spelling. Parents can also help children with dyslexia at home in a number of ways.” Children who have dyslexia often confuse directions. Having a child wear a watch or band around his or her wrist can help with this problem. Using lined paper to help a child go from one direction to the other can also help to alleviate the confusion. Since children with dyslexia tend to read slower than other children, them reading together is important in overcoming this obstacle (Bailey, 2008). Encouraging reading skills for children with dyslexia is important. A parent can read aloud for a portion of the time allotted for reading skills, and then allow the child to read aloud the rest of the time. Books that challenge the child, yet retain his or her interest, are best for dyslexic children. Independent reading can best be supported by choosing books that do not introduce a lot of new words (Bailey, 2008). According to Bailey (2008), there are other ways to help encourage new reading skills. These include: Use a tinted cellophane paper over the page to cut down on the stark differences in the black and white print. Create a window from cardboard to help the child read only one line at a time. Shorten the time your child reads or break reading into several small segments rather than reading for a longer period of time. Help your child to create a visual image of what he is reading to help with comprehension. When young, have him draw a picture of the story. As he gets older, have him describe what he is reading. Institute rhyming games in everyday tasks. Point out new words and take the time to pronounce them. Sing songs that emphasize rhyming. Since children with dyslexia take longer to complete tasks, homework can be a real challenge. This requires that parents and teachers work closely together to help the child reach his or her full potential in this area. This helps to alleviate frustration that may be experienced by the child. Both problems and successes must be communicated regularly in order to achieve this goal (Bailey, 2008). According to Bailey (2008), some ways this can be achieved are to: Talk with your child’s teacher about the length of time homework should take. Based on this discussion, set a time limit for homework. Have graph paper available at home to help him line up math problems. Be accepting of what your child can accomplish at homework. Do not require perfection. Dyslexia can profoundly impact every portion of a child’s life, not just his or her schoolwork. This is why inclusive learning is so important. A child needs to know that his or her limitations do not mean that he or she will be any less successful than the other children in the classroom. It just takes a different strategy of getting there to achieve the same goal. It is important to discuss what you know about dyslexia with your child or your dyslexic student, but to emphasize his or her strengths and lessen the focus on weaknesses that may be present. Weaknesses should not be seen as excuses for failure. Interactive, multi-sensory learning helps many children with dyslexia. It should be used both at home and in the classroom in an inclusive setting. Most of all, love and careful attention should be shown unconditionally to the dyslexic learner in order for him or her to know that he or she is accepted as is (Bailey, 2008). According to Hodge (2000), “A dyslexic child who finds the acquisition of these literacy skills difficult can also suffer a lot of anguish and trauma when they may feel mentally abused by their peers within the school environment, because they have a learning difficulty. Much can be done to alleviate this by integrating the child into the class environment (which is predominantly a learning environment) where he/she can feel comfortable and develop confidence and self esteem. Class teachers may be particularly confused by the student whose consistent underachievement seems due to what may look like carelessness or lack of effort. These children can be made to feel very different from their peers simply because they may be unable to follow simple instructions, which for others seem easy. It is a class teachers responsibility to provide an atmosphere conducive to learning for all pupils within their class. Class teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. Hopefully, with this knowledge, a great deal of misunderstanding of a childs behavior can be prevented. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value.” References Bailey, E. (2008). Classroom strategies for dyslexia, http://specialneedseducation.suite101.com/article.cfm/classroom_strategies_for_dyslexia, Date accessed, 12/5/10.Biological theories (2010), http://www.excellencegateway.org.uk/article.aspx?o=126814, Date accessed 12/5/10. Bailey, E. (2008). Diagnosing dyslexia, http://specialneedseducation.suite101.com/article.cfm/diagnosing_dyslexia, Date accessed 12/5/10. Bailey, E. (2008). Five myths about dyslexia, http://specialneedseducation.suite101.com/article.cfm/five_myths_about_dyslexia, Date accessed 12/5/10. Bailey, E. (2008). Helping children with dyslexia, http://specialneedseducation.suite101.com/article.cfm/helping_children_with_dyslexia, Date accessed 12/5/10. Cadena, C. (2007) The three theories of dyslexia, http://www.associatedcontent.com/article/256178/the_three_theories_of_dyslexia.html?cat=70, Date accessed 12/5/10. Cognitive theories (2010), http://www.excellencegateway.org.uk/article.aspx?o=126817, Date accessed 12/5/10. Hodge, P.L. (2000). A Dyslexic Child in the Classroom. Retrieved May 12, 2010 from Davis Dyslexia Association International, Dyslexia the Gift Web site: http://www.dyslexia.com/library/classroom.htm Making sense of the different theories (2010), http://www.excellencegateway.org.uk/article.aspx?o=126811, Date accessed 12/5/10. Social interactive theory (2010), http://www.excellencegateway.org.uk/article.aspx?o=126820, Date accessed 12/5/10. Theories of dyslexia (2010), http://www.excellencegateway.org.uk/page.aspx?o=126809, Date accessed 12/5/10. What do theories agree on? (2010), http://www.excellencegateway.org.uk/article.aspx?o=126824, Date accessed 12/5/10. Where are there areas of disagreement? (2010), http://www.excellencegateway.org.uk/article.aspx?o=126827, Date accessed 12/5/10. Read More